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Integrating Content and Language in Higher Education
From Theory to Practice- Selected papers from the 2013 ICLHE Conference
Edited By Robert Wilkinson and Mary Louise Walsh
Higher education has seen dramatic changes in the past quarter of a century, notably in the language used for instruction. Universities worldwide are increasingly switching to English enabling them to attract a wide student population. This book presents a new collection of original papers showing how universities apply content and language integrated learning to their instructional contexts. The papers highlight the challenges of theory, policy, programme and course design, integration, and teacher and student competences. The diverse international contexts addressing not just English will be of particular interest to university teachers, educational administrators, linguists and others wishing to understand the instructional landscape of higher education today.
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- 978-3-653-97622-9
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- Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2015. 341 pp., 1 b/w fig., 20 tables, 19 graphs
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- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Introduction
- Section 1: Keynote addresses
- Mapping the terrains of ICLHE: A view from the south
- Foreign language skills, “linguistic work” and the economic theory of value
- Section 2: Policies
- Lecturers’ English proficiency and university language policies for quality assurance
- The implementation of a multilingual language policy in a time of economic restrictions
- A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders
- Section 3: Frameworks and Design
- Introducing content and language-integrated learning at a Saudi Arabian university
- Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context
- Student and supervisor interpretation of generic criteria for specific engineering projects
- Beyond “English-only” in U.S. writing instruction: Fostering translingual dispositions in writing teacher education
- Discipline-specific academic literacy and academic integration
- ICL in UK tertiary education: The case of German
- Lessons learned from implementing French immersion studies program at the University of Ottawa
- Section 4: Integration
- Teaching business presentation skills – A heuristic case study
- English for public health teaching within the context of internationalisation in France
- Support measures for content teaching embedded in a tertiary English-medium degree programme
- Section 5: Competences
- EMI and pronunciation – Outline of a longitudinal case study
- Linguistic competence in undergraduate science teaching: A student perspective
- Introducing EMI instruction in an EFL context: Can the integration of content and language in higher education improve students’ English proficiency?
- A comparative study on the use of pronunciation strategies for highlighting information in university lectures
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Introduction
- Section 1: Keynote addresses
- Mapping the terrains of ICLHE: A view from the south
- Foreign language skills, “linguistic work” and the economic theory of value
- Section 2: Policies
- Lecturers’ English proficiency and university language policies for quality assurance
- The implementation of a multilingual language policy in a time of economic restrictions
- A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders
- Section 3: Frameworks and Design
- Introducing content and language-integrated learning at a Saudi Arabian university
- Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context
- Student and supervisor interpretation of generic criteria for specific engineering projects
- Beyond “English-only” in U.S. writing instruction: Fostering translingual dispositions in writing teacher education
- Discipline-specific academic literacy and academic integration
- ICL in UK tertiary education: The case of German
- Lessons learned from implementing French immersion studies program at the University of Ottawa
- Section 4: Integration
- Teaching business presentation skills – A heuristic case study
- English for public health teaching within the context of internationalisation in France
- Support measures for content teaching embedded in a tertiary English-medium degree programme
- Section 5: Competences
- EMI and pronunciation – Outline of a longitudinal case study
- Linguistic competence in undergraduate science teaching: A student perspective
- Introducing EMI instruction in an EFL context: Can the integration of content and language in higher education improve students’ English proficiency?
- A comparative study on the use of pronunciation strategies for highlighting information in university lectures
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Extract
Robert Wilkinson / Mary Louise Walsh (eds.)
Integrating Content and Language in Higher Education
From Theory to Practice Selected papers from the 2013 ICLHE Conference
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Or login to access all content.- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Introduction
- Section 1: Keynote addresses
- Mapping the terrains of ICLHE: A view from the south
- Foreign language skills, “linguistic work” and the economic theory of value
- Section 2: Policies
- Lecturers’ English proficiency and university language policies for quality assurance
- The implementation of a multilingual language policy in a time of economic restrictions
- A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders
- Section 3: Frameworks and Design
- Introducing content and language-integrated learning at a Saudi Arabian university
- Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context
- Student and supervisor interpretation of generic criteria for specific engineering projects
- Beyond “English-only” in U.S. writing instruction: Fostering translingual dispositions in writing teacher education
- Discipline-specific academic literacy and academic integration
- ICL in UK tertiary education: The case of German
- Lessons learned from implementing French immersion studies program at the University of Ottawa
- Section 4: Integration
- Teaching business presentation skills – A heuristic case study
- English for public health teaching within the context of internationalisation in France
- Support measures for content teaching embedded in a tertiary English-medium degree programme
- Section 5: Competences
- EMI and pronunciation – Outline of a longitudinal case study
- Linguistic competence in undergraduate science teaching: A student perspective
- Introducing EMI instruction in an EFL context: Can the integration of content and language in higher education improve students’ English proficiency?
- A comparative study on the use of pronunciation strategies for highlighting information in university lectures
- Cover
- Title
- Copyright
- About the author
- About the book
- This eBook can be cited
- Contents
- Introduction
- Section 1: Keynote addresses
- Mapping the terrains of ICLHE: A view from the south
- Foreign language skills, “linguistic work” and the economic theory of value
- Section 2: Policies
- Lecturers’ English proficiency and university language policies for quality assurance
- The implementation of a multilingual language policy in a time of economic restrictions
- A tale of two countries: Diverging policies on English-medium instruction in the Netherlands and Flanders
- Section 3: Frameworks and Design
- Introducing content and language-integrated learning at a Saudi Arabian university
- Resituation: A framework for understanding the complexities of becoming a researcher in an unfamiliar context
- Student and supervisor interpretation of generic criteria for specific engineering projects
- Beyond “English-only” in U.S. writing instruction: Fostering translingual dispositions in writing teacher education
- Discipline-specific academic literacy and academic integration
- ICL in UK tertiary education: The case of German
- Lessons learned from implementing French immersion studies program at the University of Ottawa
- Section 4: Integration
- Teaching business presentation skills – A heuristic case study
- English for public health teaching within the context of internationalisation in France
- Support measures for content teaching embedded in a tertiary English-medium degree programme
- Section 5: Competences
- EMI and pronunciation – Outline of a longitudinal case study
- Linguistic competence in undergraduate science teaching: A student perspective
- Introducing EMI instruction in an EFL context: Can the integration of content and language in higher education improve students’ English proficiency?
- A comparative study on the use of pronunciation strategies for highlighting information in university lectures